What Made Britain so Different from the Rest of Europe Before 1850

What made Britain so different from the rest of Europe before 1850? – By 1850, Britain had changed in a number of social and economic ways, for a variety of reasons, primarily the industrial revolution as the historians O’Brien and Quinault argue that Britain ‘represented a potent â€Å"example† for Western Europe and the United States of what could be achieved’ highlighting British superiority and influence. The consequences of this momentous event can still be seen in Britain and around the world today due to the technological and scientific discoveries and innovations of the eighteenth and nineteenth centuries.The development of British industry consequently led to significant differences between Britain and other European countries such as France and Portugal, however, the industrial revolution was not the single contributing factor to these differences. The expansion of the British Empire changed British society and ultimately led to greater pow er and influence over Europe, alongside important events such as the Napoleonic Wars, which in turn led to naval and military supremacy, as Britain were affected less negatively in comparison to other European countries.This essay will argue that Britain was different to Europe before 1850 as a result of the industrial revolution and its consequences, the expansion of the empire and the Napoleonic Wars. It can be argued that Britain was different from the rest of Europe before 1850 as a result of the industrial revolution; however, one may argue that this was the case before the advent of industrialization.This can be attributed to the fact that the Industrial Revolution occurred primarily in Britain, rather than in any other European country, emphasising that there were significant differences in order for this to occur. Many historians will argue that Britain was the ideal nation for the events of the Industrial Revolution to occur in as the Agricultural Revolution had preceded it , therefore, productivity of the land and the labour force had increased, unlike in Europe.Furthermore, historians will argue that Britain initiated the revolution due to the fact that they ‘were already a long way ahead of her chief potential competitor in per capita output and trade’, which arguably can be attributed to their naval supremacy over Europe. Additionally, although debatable, it is suggested by the historian Mokyr that before 1780 ‘Britain was comparatively peaceful’ as the nation was politically and socially stable, as people respected institutions and the laissez faire government worked effectively, resulting in a suitable nvironment for industrial and economic growth . Moreover, Mokyr suggests that there were a number of other ‘British advantages’ such as the large amount of iron and coal available to them, alongside the geography of being an island, which decreased the likelihood of foreign invasions. Therefore, it is clear th at Britain was different from Europe before the Industrial Revolution occurred as they possessed significant political, social and economic advantages.Moreover, the Industrial Revolution is certainly a monumental event in causing substantial social, economic and political change, resulting in differences between Britain and Europe. In terms of positive social change, there was an ‘overwhelming transformation of social life in both industry and agriculture’ as the Industrial Revolution was extremely profitable for the middle class, in comparison to that of the nobility, as many workers gained employment in factories as new technology resulted in less need for labour in agriculture.Furthermore, urbanisation transformed cities such as Manchester, by dramatically increasing population from ‘40,000 in the 1780s to 142,000 by 1831’. Additionally, the life expectancy of children increased-the percentage of children born in London who died before the age of five de creased from 74. 5% in 1730–1749 to 31. 8% in 1810–1829, highlighting that healthcare in Britain had improved more so than in Europe. Not all social consequences of the Industrial Revolution were positive however.Child labour during this period was a serious problem-children as young as 4 were expected to work in factories in dangerous conditions with low pay. Working conditions were not only problematic for children, but also for adults, illustrated by Engels, who argues that the ‘industrial epoch’ had created ‘filth, ruin and uninhabitableness, the defiance of all considerations of cleanliness, ventilation, and health’ highlighting the unsanitary and unsafe surroundings. However, the government attempted to solve this problem with the Factory Acts of 1833.Housing also became a problem as many poor people lived in tiny houses, with extremely bad sanitation, which in turn led to tuberculosis, cholera, typhoid and lung disease. However, while t his is true, in the context of the time, the workers and middle class did benefit greatly from the Industrial Revolution in some way, as wages increased and ‘widespread poverty and constant threat of mass starvation†¦lessened, [and] overall health and material conditions of the populace clearly improved’.Therefore it is clear that Britain was different in social terms as a result of the Industrial Revolution to Europe due to urbanisation, more jobs, a population increase and better health care. Additionally, Britain can be seen to be different from Europe in 1850 as a result of the economic consequences of the Industrial Revolution, which brought about a ‘modern economy’. The economy had already been transformed by the agricultural revolution as the labour force had grown, which in turn had increased productivity creating larger profits, highlighted by the fact that the male labour force in industry in Britain in 1840 was 47. % in comparison to Europeà ¢â‚¬â„¢s 25. 3%. Moreover, the creation of the factory had improved production levels and therefore decreased production costs, which bettered the economy, unlike in Europe where agriculture still played a dominant role. While it is true that the British economy did improve during the Industrial Revolution, the extent of it is often exaggerated. The rate of growth of income per capita between 1760 and 1800 was at ‘0. 2% a year’ and from 1800 to 1830 increased only to ‘0. 5%’.However, while this is true, the economic effects of the Industrial Revolution meant that ‘Britain in 1850 had the highest income level in the world’ and became ‘the leading economic and technological nation†¦with all the political prestige and power that came with that’. Therefore, it is clear that there were distinct economic differences between Britain and Europe as a result of the Industrial Revolution, as Britain’s economy was based on industry , whereas many European countries such as France had not industrialised their economy effectively and were still reliant on agriculture.In addition to this, a fundamental difference between Europe and Britain even before 1850, was the expanding British empire. The strength and scale of the empire meant that Britain had better trade links with America, the West Indies and India. Thus, they had the advantage of having access to a number of raw materials and exports from these countries that were not readily available to the rest of Europe.Although it can be argued that other European countries such as France, Spain and Portugal had colonies within America and so could therefore also trade with their colonies, it is evident that that the ‘global trade network [was] dominated by British shipping’ as Britain’s naval supremacy made importing and exporting manufactured goods much easier and more profitable, bettering their own economy in comparison to that of Europe. Mo reover, Britain were able to expand their empire and their trade links as they did not engage in wars commonly, on a scale that France and other European countries did, such as in the case of the Napoleonic Wars.Although Britain did involve themselves in the Napoleonic Wars, their military resources were much better than those in Europe and so they were less affected by its Therefore, it is clear that the scale of Britain’s empire in comparison to that of other European nations was much larger, which in turn led to greater differences in trade, whilst their military supremacy made recovering from wars much easier. In conclusion, it is certainly clear that there were fundamental differences between Britain and Europe before 1850, many primarily as a result of the industrial revolution.Whilst Britain were different to Europe before the beginning of industrialization, shown by the fact that the revolution occurred primarily in Britain, rather than in any other European country, it is clear that the consequences of the industrial revolution shaped British society, and the world, with its effects still being seen today. Although the empire and Napoleonic Wars were advantageous to Britain before 1850 in improving trade links and maintaining naval and military supremacy, the effects of the revolution made Britain superior to other European nations in political, social and economic terms.Therefore, it is clear that the differences between Britain and Europe occurred as a result of the expanding empire, effects of the Napoleonic Wars, but primarily was due to the social and economic effects of the industrial revolution. Bibliography * Asa Briggs, ‘Manchester, Symbol of a New Age’, Victorian Cities. (New York and Evanston: Harper and Row, 1970) pp. 88-138. * N. F. R. Crafts, The Industrial Revolution: Economic Growth in Britain, 1700-1860. * Friedrich Engels, The Condition of the Working-Class in England in 1844, (Cosimo Inc. , 2009) * Valerie Hansen , Kenneth Curtis, Kenneth R.Curtis, Voyages in World History, Volume 2, (Cengage Learning, 2003) * Eric Hobsbawm, History of Civilisation: The Age of Revolution, Europe 1789-1848 (London, 1969) p. 29. * Joel Mokyr, ‘The Industrial Revolution’, The Oxford Encyclopaedia of Economic History, (Oxford University Press, 2003) vol. 3, pp. 49-56. * Patrick O’Brien and Roland Quinault, The Industrial Revolution and British Society (Cambridge University Press, 1993) p. 231. * Glenn Porter, ‘Industrial Revolution. ’, Microsoft Encarta Encyclopedia. (Microsoft Corporation, 1999) ——————————————– [ 1 ].Patrick O’Brien and Roland Quinault, The Industrial Revolution and British Society (Cambridge University Press, 1993) p. 3. [ 2 ]. Eric Hobsbawm, History of Civilisation: The Age of Revolution, Europe 1789-1848 (London, 1969) p. 29. [ 3 ]. Joel Mokyr, â₠¬ËœThe Industrial Revolution’, The Oxford Encyclopaedia of Economic History, (Oxford University Press, 2003) vol. 3, pp. 49-56. [ 4 ]. Joel Mokyr, ‘The Industrial Revolution’, The Oxford Encyclopaedia of Economic History, (Oxford University Press, 2003) vol. 3, pp. 49-56. [ 5 ]. Patrick O’Brien and Roland Quinault, The Industrial Revolution and British Society (Cambridge University Press, 1993) p. 31. [ 6 ]. Asa Briggs, ‘Manchester, Symbol of a New Age’, Victorian Cities. (New York and Evanston: Harper and Row, 1970) pp. 88-138. [ 7 ]. Friedrich Engels, The Condition of the Working-Class in England in 1844, (Cosimo, Inc. , 2009) [ 8 ]. Glenn Porter, ‘Industrial Revolution. ’, Microsoft Encarta Encyclopedia. (Microsoft Corporation, 1999) [ 9 ]. Joel Mokyr, ‘The Industrial Revolution’, The Oxford Encyclopaedia of Economic History, (Oxford University Press, 2003) vol. 3, pp. 49-56. [ 10 ]. N. F. R. Crafts, The Industrial Revolution: Economic Growth in Britain, 1700-1860 [ 11 ].Joel Mokyr, ‘The Industrial Revolution’, The Oxford Encyclopaedia of Economic History, (Oxford University Press, 2003) vol. 3, pp. 49-56. [ 12 ]. Joel Mokyr, ‘The Industrial Revolution’, The Oxford Encyclopaedia of Economic History, (Oxford University Press, 2003) vol. 3, pp. 49-56. [ 13 ]. N. F. R. Crafts, The Industrial Revolution: Economic Growth in Britain, 1700-1860. [ 14 ]. Joel Mokyr, ‘The Industrial Revolution’, The Oxford Encyclopaedia of Economic History, (Oxford University Press, 2003) vol. 3, pp. 49-56. [ 15 ]. Valerie Hansen, Kenneth Curtis, Kenneth R Curtis, Voyages in World History, Volume 2, (Cengage Learning, 2003) p. 664.

Case Scenarios

Read the following scenarios. Answer, in a 50- to 100-word response, each of the following questions: Scenario 1 Sophia has been removed from her family and placed Into foster care for the second time In the last 2 years due to her mother's ongoing substance abuse. Sophia has missed many days of school and often comes to school dirty and wearing clothes from the day before. Sophia's mother does not think she has a problem and blames the system for once again taking her daughter. 1 . What can a human service professional do to help this family?We all may have a family member that have the same problem. Human service can help Sophia's mother by getting her help for substance abuse. Her mother may not feel that she needs help or have a drug problem. I f the daughter is coming to school dirty and missing school the teacher can see that there is a problem. She can report this problem to Human Services and they can place Sophia in foster care until her mother is able to care for her proper ly. 2. Sophia's mother is thinking that child protective services as the worst people for taking her daughter for the second time.The mother needs to get help for her substance abuse and prove that she can be healthy and stable for her daughter, then she could be allowed to have her daughter back. Scenario 2 John has been homeless for most of his adult life. He Is often seen on the medians of busy Intersections asking for food and money or wandering through the park talking to himself. John used to seek housing In a homeless shelter but often chooses to sleep In the local park. During the winter, the local homeless coalition attempts to talk to John about staying In the shelter but he refuses.Staying out In the cold has deed John to being hospitalized on several occasions, but he maintains that he Is better off without anyone's help. 1. We all may have a family member that have the same problem. Human service can help Sophia's mother by getting her help for substance abuse. Her moth er may not feel that she needs help or have a drug problem. I f the daughter Is coming to school dirty and mammals school the teacher can see that there is a problem. She can report this problem to Human Services and they can place Scenario 3 Juan often runs away from home because his parents constantly fight and often blame him for their issues.Juan runs away for 2 to 3 days at a time and will do this at least once a week. When he is at home, he typically does not follow the rules and will yell at his parents and siblings. Juan has a history of defiant behavior, but his home environment has often been chaotic. Jean's parents have been through family counseling, but they feel it was not helpful and are reluctant to do it again. Juan sometimes will run to a local group home that takes in runaway youth. 1 . If you were a counselor at the group home, how might you work with Juan to get him to stop running away from home so that he is not sleeping on the streets? If I ere a counselor, I would arrange an in-home sit down with the child, and the parents, I would find out the details of which needs are not being met in the home that was constantly causing the arguing, and try to find a solution(s) to the families problems. Next I would arrange for weekly counseling sessions for the parents and the child to try and see if we begin to meet the family needs if then it would stop the arguing which would then stop the child from being defiant and running away weekly, and bring peace and happiness in the home. . How might you try to work with the family even though they have participated in Emily therapy previously and did not find it effective? * Next I would arrange for weekly counseling sessions for the parents and the child to try and see if we begin to meet the family needs if then it would stop the arguing which would then stop the child from being defiant and running away weekly, and bring peace and happiness in the home.I know that they said it didn't work previous ly but I would give it a try Just to try and help them, I would address the way that the previous counselor went about it and try a different approach to make the counseling for the family work, legalizing that not all methods work for all families, but I would try different techniques or ask the family some things that they like to do together and try to incorporate that into the counseling to make for a happier time in the home.As a counselor I would have group sessions with the family and private sessions with the child with the parent's permission as well. The purpose of the group sessions would be to validate that the family does not blame the child for their problems. The purpose of the private sessions would be to allow the child to open up and talk about their true feelings. Through being an attentive listener for the family and advising the parents to keep an open and stable relationship with their child.

Summary Of 12 Angry Men By Reginald Rose - 1681 Words

Joshua Bennett American Literature 7-27-14 12 Angry Men by Reginald Rose Plot Development of Act 1 In Act 1 of 12 Angry Men, all the jurors were introduced and the trial was revealed to us. There were twelve jurors that were trying a teenage boy who was accused of murdering his father. The scene was set in a jury room in the New York City Court of Law on a hot summer day in 1957. Before the voting started, the judge stated that for the boy to be found guilty and receive the death penalty, there must be a unanimous vote for guilty. The Foreman of the jury took the first vote and all but one voted for guilty, the eighth juror. After the vote, the other jurors were frustrated that this one person did not vote guilty. When the eighth juror explains why he voted not guilty, all the other jurors agreed to explain why they voted guilty. As they went along, they all had the same story that was based off of no evidence except for the prejudice testimonies and their own personal feelings. For example, the third juror who had a son said, â€Å"When he was nine he ran away from a fight. I saw him. I was so ashamed I almost threw up... When he was sixteen we had a battle. He hit me in the face. He’s big, y’know. I haven’t seen him in years. Rotten kid.† (Third Juror, pg. 18). As the trial moved on, more and more jurors changed their mind and realized that the eighth juror was right and the evidence that the jurors are going off of lead them to have a reasonable doubt. For example, theShow MoreRelatedJuror Eight In Twelve Angry Men By Reginald Rose776 Words   |  4 PagesPicture a room with a large table in the center. There is a door, but it is locked. Filling up all the twelve seats around the table, there are twelve men: jurors debating the murder of a man living near the el tracks. The man’s son is his alleged killer, but one juror is not convinced. This image is from Twelve Angry Men, a play written by Reginald Rose. The Eighth Juror is being fair to the child, explaining how there are many â€Å"what-i fs† in the situation. Juror Eight brings up many different piecesRead MoreThe Twelve Angry Men Juror 3 and Juror 8 Comparing Essay1919 Words   |  8 PagesComparison essay comparing Juror 3 and Juror 8 What are some similarities between Jurors 3 and 8? What about differences? Oh gosh, its been years since Ive seen the movie (didnt read the play).   Okay,  Juror  #3 is the angry father, and Juror #8 is the guy who stands alone in the INNOCENT vote, right? I suspect the similarities are easier to find by reading the play because the movie really shows their contrasts. There is one similarity in that when they really believe something, theyRead MoreFilm Analysis Of 12 Angry Men1946 Words   |  8 PagesINTRODUCTION: 12 Angry Men is a 1957 American courtroom drama film adapted from a teleplay of the same name by Reginald Rose. Written and co-produced by Rose himself and directed by Sidney Lumet, this trial film tells the story of a jury made up of 12 men as they deliberate the guilt or acquittal of a defendant on the basis of reasonable doubt, forcing the jurors to question their morals and values. In the United States, a verdict in most criminal trials by jury must be unanimous. The film is notableRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesManager, Production: Lisa Rinaldi Full-Service Project Management: Christian Holdener, S4Carlisle Publishing Services Composition: S4Carlisle Publishing Services Printer/Binder: Courier/Kendallville Cover Printer: Courier/Kendalville Text Font: 10.5/12 ITC New Baskerville Std Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within text. Copyright  © 2013, 2011, 2009, 2007, 2005 by Pearson Education, Inc., publishing

Sociological Attitudes Toward Gender And Sexuality

When analysing the current state of sociological attitudes toward gender and sexuality, the overwhelming conclusion is that the hegemonic view in society assumes an inherent binary (Lorber via Steele, 2005, p.75). We categorize people into two groups: male or female; man or woman; masculine or feminine; gay or straight. However, throughout humanity’s development, variances to that model have emerged, either choosing to sit somewhere between the binary, or reject the model altogether. These variations challenge the binary assumptions entrenched within society, and as a result, are often denied, misunderstood or ignored entirely. Enter bisexuality. Put simply, the concept of bisexuality is a sexual orientation that lies in the space between heterosexuality and homosexuality. However, society’s assumption of sexual essentialism, the idea that sexual orientation is fixed and absolute, has led to a culture that is â€Å"uncomfortable with people who are sexually ambiguous (Valverde via Naugler, 2012, p. 87). This urges society to assume that, despite the existence of bisexuality, people are really either gay or straight (Valverde via Naugler, 2012, p. 83). This is the phenomenon of bisexual erasure (Eisner, 2013, p. 89). Bisexual erasure affects both bisexual men and women in various ways; however, this essay will focus on the erasure of bisexuality in men in particular. There is a distinctive public perception when it comes to bisexuality in men: that they don’t exist at all. DenialShow MoreRelatedCommon Sense Explanations And The Explanations Of C. Wright Mills Theory Of The Sociological Imagination1534 Words   |  7 PagesIn this essay I will be exploring the differences between common sense explanations and the explanations of C. 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Analysis Of Robert Frost - 869 Words

Robert Frost wrote this poem in 1923. Frost is referencing creation from the perspective of a Christian. The poem is about creation and how creation evolves over time. Frost is an American poet from New England. He was very concerned with the political climate of the twenties. This piece is part of a collection of 20th century poetry. I think that the style of the poem is a narrative. It tells you about natures first green and everything that follows. It then wraps up with telling you nothing gold can stay. The poems title implies multiple possibilities. It isnt talking only about nature and the seasons, but about purity in general. Nothing can stay pure forever. In the poem there is an AA BB rhyme scheme. I think the rhyme scheme†¦show more content†¦It proposes a lot of ideas in a serious way. The Tone is very somber and thought-provoking. As from before, it proposes a lot of tones and ideas that arent exactly cheery. Overall it is a very serious and thought-provoking poem in both its tone and mood. The theme of this poem is nature and loss. Frost is very up front about his message, nothing gold can stay. It is further emphasized by personification. In the end the message is put on display. The rhythm of the poem almost seems to march. It continues to the end at a steady, unceasing pace that gives off a smooth atmosphere. It flows with the theme very well in my opinion. Just like the theme it has a steady, and thoughtful pace that ends up highlighting the theme even more. The only sense the poem really uses is sight. Throughout the middle of the poem it uses descriptions such as â€Å"leafs a flower†. Most of the impressions I got were very neutral and didn’t really get a real emotion out of me. The use of the senses was very dull in this poem. The only real image I think he wanted the reader to see was nature changing and browning. 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Nature Versus Nurture Debate Avail Free Sample Essay

Question: Write an essay under the following title: Explain the nature versus nurture debate, and discus how their viewpoints can be applied to offer explanations relating to the attachment process between an infant and their caregiver. Answer: One of the most studied aspects of psychology today is the attachment theory. The common references to the attachment theory models are Ainsworths and Bowlbys attachment theory. The behaviour of an infant towards their attachment figure during reunion and separation times is explained in the attachment design. The attachment behaviour, which is formed in the infancy, becomes the base of the attachment that occurs in a relationship as adults. Psychologist like Field and Harris has a different viewpoint. According to Haris, the parents must not be too much emphasised upon as the peers also influence the behaviour of the child and accordingly it can be told that nature and nurture both plays a significant role in the attachment behaviour of an infant. Ethological Attachment theory: The strong bond that develops between the caregiver and the infant provides the infant with an emotional security. Persons taking care of the infants get attached to it when it reaches the second half of the first year. The survival or adaptive value of behaviour along with its evolutionary history is concerned with the concept of Ethology. Imprinting is the most well-known concept of this theory where the behaviour of baby birds to stay close to their mother to stay protected and be fed were observed. According to this theory, babies biologically tend to stay close to their caregivers, which are naturally inculcated among them. For evidence, the behaviour of infants were judged in strange situations and it was observed that they tend to move towards their caregiver for protection, hence this theory shows the nature perspective of the attachment theory (Christofides et al. 2015). Early childhood environment theory: Among the various methods of nurture, this is one of the main theories. This theory creates a profound impact on the childs psychological aspect. If, in this development time there exist any kinds of disturbance among the parent-child relationship then it causes a long-term effect on the child. Every child moves towards the opposite sex parent according to the classical psychoanalytic. Not all the development theories employ psychoanalytic language. The loss of the parent-child relationship may be disturbed because of the divorce or death of the parent of the individual. The early childhood environment theory is the main theory that is related with the attachment theory and is connected to nurture theory. For the evidentiary aspect, some children were subjected to situations where their parents were quarrelling, there it was observed that it primarily affected them because of their attachment to both of them (Blute, 2015). By discussing the concept of nature, the genes are referred along with the other hereditary factors that influence the individual to a greater extent ranging from the personality to the physical appearance. Just like everything has their exception, nature affects the attachment process but it is not void of exceptions, for example, many characteristics of an individual depend on the genes but the environment also influences the physical features of the individual. Hence, this concept refutes the nature perspective while explaining the attachment process (Badcock, 2015). The concept of nurture is concerned with the variables present in the environment, which affects an individual. It builds up the individual based on their raising, their social relationships, and their cultural mix-ups. The exception to the nurture theory could be described by the example that, if a child with genetically low height is trying to get more height in the way of nurture, then his height would get increased but up to a certain limit and the nurturing process would not be of much value. This evidence refutes the perspective of nurture while explaining the attachment process (Gadjev, 2015). The nature theory deals with the natural traits of an individual, which is inherited by him or her whereas the nurture theory believes that the environmental factors also play a significant role in the development of a person and moulds his attachment behaviour accordingly. Both the factors play an important part in the attachment theory and contribute to it as wherever nature gets attached to the attachment theory there it builds up an attachment between the individual and caregiver. Similar is the case of the nurture as it also helps to develop an attachment with the caregiver of the infant. Both nature and nature perspective is vital for attachment theory. Reference Badcock, C.R., 2015. Nature-Nurture Controversy, History of.Wright, James D. International Encyclopedia of the Social Behavioral Sciences, pp.340-344. Blute, M., 2015. James Tabery: Beyond Versus: The Struggle to Understand the Interaction of Nature and Nurture.History and Philosophy of the Life Sciences,36(3), pp.464-465. Christofides, L.N., Hoy, M., Milla, J. and Stengos, T., 2015.Nature or Nurture in Higher Education? Inter-generational Implications of the Vietnam-Era Lottery(No. 9046). Institute for the Study of Labor (IZA). Gadjev, I., 2015. Nature and nurture: Lamarck's legacy.Biological Journal of the Linnean Society,114(1), pp.242-247.

Motivation and Siemens Essay Example

Motivation and Siemens Essay Question 4: How does a company like Siemens benefit from the use of motivation theories to influence its management style and strategies? Understanding of motivation theories can play a very important role in influencing the management style and strategies of a large corporation like Siemens. These theories help companies to develop and implement effective policies and strategies for attracting right types of people needed by them to man the organization, to retain them in the organization and to motivate them to put their best efforts towards achievement of the organizational objectives. A motivated employees is someone that works hard because they feel fulfilled and happy in the workplace and likely to be more productive. The structure of Siemens motivates individuals by empowering them to improve processes. Siemens provides the sort of environment where workers can learn new things and are given the opportunity to progress within the business. This culture demonstrates that Siemens values its employees and help to recruit the next generation of engineers. Siemens employees have the value that they are allowed to be imaginative and can influence their own work. A motivated workforce puts more energy into work in order to achieve the required outcomes. Motivated employees feel that their work is special and they are encouraged to take pride in what they do. It’s shown that there is low absenteeism because employees are happy to go to work. Individuals are more loyal to the organization and stay longer because their needs are being met. It also determines the kind of compensation schemes the company has. It also helps companies to design its jobs that provide maximum job satisfaction to the employees. We will write a custom essay sample on Motivation and Siemens specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Motivation and Siemens specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Motivation and Siemens specifically for you FOR ONLY $16.38 $13.9/page Hire Writer